Arindam Bose is an advanced doctoral candidate in Mathematics Education. He holds a Master’s degree in Mathematics and five years of teaching experience at the undergraduate level in Patna University, India. During this teaching stint, Arindam’s involvement in the curriculum development of school education as a member of the mathematics focus-group of the Bihar Curriculum Framework 2006 motivated him to move into research in mathematics education.

For his doctoral dissertation work, Arindam explored the nature and extent of everyday mathematical knowledge possessed by middle-grade school students living in an urban low-income settlement that has embedded in it a thriving micro-enterprise economy. The objective of the study was to unpack and document the connections between students’ mathematical knowledge, work practices, and identity formation, and inquire into the implications of these connections for school learning. His study argues that experiences from everyday work-contexts make students familiar with artifacts and practices that represent a crystallized and embodied form of mathematics, which can be resources to make potentially powerful connections with school mathematics. The study further argues that school mathematical knowledge represents a form of generalization or abstraction consisting of ideas or constructs that illuminates diverse instances in everyday settings.

Arindam’s key areas of interest in Mathematics Education are connections-disconnections between out-of-school and school mathematics, language diversity and math learning, and ethnomathematics.